GIFTED DATA ON THE OHIO REPORT CARD Judy Chaffins, Director of Gifted Education Allen County Educational Service Center Shawnee High School – December 3, 2014

REPORT CARD MEASURES 2015 THE GIFTED MEASURE WILL BE A PART OF THE “INDICATORS MET IN THE ACHIEVEMENT AREA. IT CONSISTS OF 3 COMPONENTS REPORT CARD MEASURES 2015 THE GIFTED MEASURE WILL BE A PART OF THE “INDICATORS MET ” IN THE ACHIEVEMENT AREA. IT CONSISTS OF 3 COMPONENTS

THRESHOLDS To meet the Gifted Indicator, a district or school must meet a minimum threshold on all three parts of the indicator. Thresholds are scheduled to increase over time.

GIFTED INDICATOR BUSINESS RULES The Gifted Indicator will be categorized as “Met” or “Not Met” according to the districts’ attainment on three parts: Thresholds: Gifted Performance Index Gifted Value-Added C Gifted Input Points40 Points

GIFTED MEASURES Gifted Performance Index Minimum threshold unique students Students on a Formal Acceleration Plan get higher ratings.If they score Proficient, they are given credit as scoring Accelerated. If they score Accelerated, they get credit as scoring Advanced. An Advanced score gets an Advanced Plus credit (1.3 weight) Gifted Value-Added “C” is the qualifying threshold 4-8 reading and math, superior cognitive Gifted Inputs Districts: 16 separate areas rated: 1)Identification & service- academic (3 grade bands) 2)Identification & service-the arts (3 grade bands) 3)Identification & service- economically disadvantaged (K-12) 4)Identification & service- minorities (K-12)

16 INPUT MEASURES FOR DISTRICTS Inputs #1a, 1b, 1c – Identification of gifted academic students in 3 grade bands: K-3, Inputs #2a, 2b, 2c – Service of gifted academic students in the 3 grade bands: K-3, 4-8, 9-12 Inputs #3a, 3b, 3c – Identification of gifted arts and creative thinking students in the 3 grade bands: K-3, 4-8, 9-12 Inputs #4a, 4b, 4c – Service of gifted arts and creative thinking students in 3 the grade bands: K-3, 4-8, 9-12 Input #5 – Identification of students in the economically disadvantaged subgroup: K-12 Input #6 - Service of students in the economically disadvantaged subgroup : K-12 Input #7 – Identification of students as part of a racial or ethnic minority group: K-12 Input #8 – Service of students identified as part of a racial or ethnic minority group: K-12

S.A. = Specific Academic (Reading, Math, Science, Social Studies) S.C. = Superior Cognitive (Generally advanced thinking ability) Shawnee Rate #Input #CategoryPercentPoints Minimum % Needed for Maximum Points Points If Minimum is Reached 1a1ID: S.A., S.C., K %15 1b2ID: S.A., S.C., %8 1c3ID: S.A., S.C., %7 2a4S: S.A., S.C., K %20 2b5S: S.A., S.C., %10 2c6S: S.A., S.C., %10 3a7ID: Arts, K-30 2%1 3b8ID: Arts, %2 3c9ID: Arts, %2 4a10S: Arts, K-3NC 20%1 4b11S: Arts, 4-8NC 40%2 4c12S: Arts, 9-12NC 40%2 513ID: Econ., K %4 614S: Econ., K %6 715ID: Minority, K %4 816S: Minority, K %6 Input Points: 100

Gifted Indicator Status per Data from September, 2014 Allen County On the 2015 Report Card, this status will become part of the graded measure, Indicators Met, and will carry the same weight as all other indicators in the measure. The Gifted Indicator is a "Met" or "Not Met" determination that requires a district or school to obtain a minimum threshold on each of its three parts: GIfted Performance Index, GIfted Value-Added, and District Input Totals. DistrictStatus Gifted Performance Index Gifted Value- Added District Gifted Input Total These qualifying thresholds are scheduled to increase for the school year. Qualifying Threshold = Range: Qualifying Threshold = a letter grade of C Qualifying Threshold = 40 Range: Allen East LocalNot Met117.7D16 Bath LocalNot Rated-- 0 Bluffton Exempted VillageMet117.0A51 Delphos CityNot Met118.4B16 Elida LocalNot Met116.6B14 Lima CityNot Met112.0D28 Perry LocalNot Met112.9C41 Shawnee LocalNot Met116.7F42 Spencerville LocalNot Met117.8A21 10 unique test takers Identified in superior cognitive, reading or math; grades 4-8 Identified in superior cognitive, reading, math, science &/or social studies

HOW TO IMPROVE GIFTED INPUTS Service to any gifted student must be documented with a Written Education Plan (WEP) and under the current Gifted Operating Standards (ORC ), need to be signed by a person trained in gifted education. Service to any gifted student must be documented with a Written Education Plan (WEP) and under the current Gifted Operating Standards (ORC ), need to be signed by a person trained in gifted education. I am collecting samples of goals that can be used on a WEP for AP courses, duel enrollment coursework, etc. Teachers can also create goals pertinent to their coursework/needs of students. I am collecting samples of goals that can be used on a WEP for AP courses, duel enrollment coursework, etc. Teachers can also create goals pertinent to their coursework/needs of students. WEPs will increase communication regarding WHO is gifted. WEPs will increase communication regarding WHO is gifted. The creation of WEPs will benefit the teacher in completing OTES requirements : knowledge of students, data collection, differentiation, assessment The creation of WEPs will benefit the teacher in completing OTES requirements : knowledge of students, data collection, differentiation, assessment

HOW ARE STUDENTS IDENTIFIED Tested with the Cognitive Abilities (aptitude) and IOWA (achievement)Test in 2 nd or 3 rd grade. Nationally normed - ODE approved tests Tested with the Cognitive Abilities (aptitude) and IOWA (achievement)Test in 2 nd or 3 rd grade. Nationally normed - ODE approved tests Retested by parent or teacher request. Retested by parent or teacher request. Areas: Superior Cognitive (overall intellectual ability) – 2 SD+ [generally a 132 plus or minus SEM], Core or Composite Achievement Score of 95%ile Areas: Superior Cognitive (overall intellectual ability) – 2 SD+ [generally a 132 plus or minus SEM], Core or Composite Achievement Score of 95%ile Specific Academic: Reading, Math, Science, Social Studies – must have a 95%ile or above Specific Academic: Reading, Math, Science, Social Studies – must have a 95%ile or above Reported in EMIS Reported in EMIS Ohio Law = Once gifted always gifted

HOW ARE STUDENTS IDENTIFIED Difference between identification and service. Difference between identification and service. Identification is set by state gifted operating standards – the law. [ORC ] Gifted Technical Manual for Operating Standards://education.ohio.gov/getattachment/Topics/Other-Resources/Gifted- Education/Rules-Regulations-and-Policies-for-Gifted-Educatio/TAD308.pdf.aspx Identification is set by state gifted operating standards – the law. [ORC ] Gifted Technical Manual for Operating Standards://education.ohio.gov/getattachment/Topics/Other-Resources/Gifted- Education/Rules-Regulations-and-Policies-for-Gifted-Educatio/TAD308.pdf.aspx Gifted Technical Manual for Operating Standards Gifted Technical Manual for Operating Standards Shawnee gives the identification testing in 2 nd grade and retesting is done at parent or teacher request. Shawnee gives the identification testing in 2 nd grade and retesting is done at parent or teacher request. Testing is offered twice per year for requests. Testing is offered twice per year for requests. Service is not required by law, but Shawnee has always offered pull-out services from 3 rd grade up to 8 th. Service is not required by law, but Shawnee has always offered pull-out services from 3 rd grade up to 8 th.

PROCEDURE FOR CREATION OF WEPS Create WEPs for individual students identified as gifted. Create WEPs for individual students identified as gifted. Send copies home to be signed and keep copies for school records and auditing purposes. Send copies home to be signed and keep copies for school records and auditing purposes. Make sure teachers receive and can document HQPD on gifted students. Make sure teachers receive and can document HQPD on gifted students. Improve on the process for the following year: identification, cluster-grouping of gifted students, SMART goals, HQPD, etc. Improve on the process for the following year: identification, cluster-grouping of gifted students, SMART goals, HQPD, etc.

SAMPLE WEP GOALS AP Calculus This course will provide the student with a solid introduction to college-level calculus, including differential and integral calculus, and with a solid basis on analytic geometry. The student will use problem solving and critical thinking skills in this course as needed for successful performance on the AP Calculus AB exam AP Chemistry This course is designed to provide the student with a solid first year college chemistry experience, both conceptually and in the laboratory. It looks at an in-depth study of the nature of the structure and properties of matter. The student will use analytical, problem-solving and critical thinking skills to complete assignments. AP Physics Student in this course will study the relationship between matter and energy and complete lab experimentation in studies of force and motion, heat energy, wave transfers of energy, physical optics and electricity. The student will use analytical, problem-solving and critical thinking skills to complete assignments. AP Government Student's social studies skills will be strengthened, increased, and developed at an advanced rate and deeper level as determined by curriculum based assessment through the AP Government class. How the goal will be met: The student will benefit from higher level coursework, integrating the use of complex writing skills, in- depth problem solving, and inquiry-based discussions offered within the advanced placement classroom. Student Progress: Student progress will be measured by formal and informal assessments, observations, participation, discussions, and advanced placement curriculum materials and measurements. Honors Pre Calculus Goal One: Student will earn a "B" or better in Honors Pre Calculus each 9 weeks. Evaluation: Grade on Report Card Goal Two: Student will meet or exceed the growth target established for the Honors Pre Calculus content SLO. Evaluation: SLO post test Duel Enrollment/PSEO Student's (subject area here) skills will be strengthened, increased, and developed at an advanced rate and deeper level as determined by the college curriculum and assessments through the college coursework at (name of college goes here). How the goal will be met: The student will benefit from higher level coursework provided by _______ College/University. Student progress will be measured by formal and informal assessments through the ________ college curriculum.

WHY DIFFERENTIATION IS YOUR “NEED TO KNOW” OTES Change is inevitable. Accountability is “in”… at least for teachers. At all the education parties, saying you differentiate makes you one of the cool/popular people.

WHY YOU SHOULDN’T GO INTO THERAPY…YET You already DO it!!!! Most of it is just good teaching. Becoming more proficient in the practice of it will move teaching from your shoulders to the students: more self-directed learning and less teacher-as-the one-and-only-source-of-knowledge in the classroom (Work smarter, not harder!)

IneffectiveDevelopingSkilledAccomplished DIFFERENTIATION (Standard 1: Students; Standard 4: Instruction) Sources of Evidence: Pre-Conference Classroom Walkthroughs/Inform al Observations The teacher does not attempt to make the lesson accessible and challenging for most students, or attempts are developmentally inappropriate. The teacher relies on a single strategy or alternate set of materials to make the lesson accessible to most students through some students may not be able to access certain parts of the lesson and/or some may not be challenged. The teacher supports the learning needs of students through a variety of strategies, materials, and/or pacing that make learning accessible and challenging for the group. The teacher matches strategies, materials, and/or pacing to students’ individual needs, to make learning accessible and challenging for all students in the classroom. The teacher effectively uses independent, collaborative and whole- class instruction to support individual learning goals and provides varied options for how students will demonstrate mastery. Evidence Rubric – Differentiation Domain

IneffectiveDevelopingSkilledAccomplished PRIOR CONTENT KNOWLEDGE/ SEQUENCE/ CONNECTIONS (Standard 1: Students; Standard 2: Content; Standard 4: Instruction) Sources of Evidence: Pre-Conference The teacher’s lesson does not build on or connect to students’ prior knowledge, or the teacher may give an explanation that is illogical or inaccurate as to how the content connects to previous and future learning. The teacher makes an attempt to connect the lesson to students’ prior knowledge, to previous lessons or future learning but is not completely successful. The teacher makes clear & coherent connections with students’ prior knowledge and future learning—both explicitly to students & within the lesson. The teacher plans & sequences instruction to include the important content, concepts, & processes in school & district curriculum priorities & in state standards. The teacher uses the input & contributions of families, colleagues, and other professionals in understanding each learner’s prior knowledge & supporting their development. The teacher makes meaningful & relevant connections between lesson content & other disciplines & real-world experiences & careers as well as prepares opportunities for students to apply learning from different content areas to solve problems. The teacher plans & sequences instruction that reflects an understanding of the prerequisite relationships among the important content, concepts, & processes in school & district curriculum priorities & in state standards as well as multiple pathways for learning depending on student needs. The teacher accurately explains how the lesson fits within the structure of the discipline.

IneffectiveDeveloping SkilledAccomplished F OCUS FOR L EARNING (Standard 4: Instruction) Sources of Evidence: Pre- Conference The teacher does not demonstrate a clear focus for student learning. Learning objectives are too general to guide lesson planning & are inappropriate for the students, and/or do not reference the Ohio standards. The teacher communicates focus for student learning, develops learning objectives that are appropriate for students & reference the Ohio standards but do not include measureable goals. The teacher demonstrates a focus for student learning, with appropriate learning objectives that include measurable goal(s) for students learning aligned with the Ohio standards. The teacher demonstrates the importance of the goal & its appropriateness for students. The teacher establishes challenging & measurable goal(s) for student learning that aligns with the Ohio standards & reflect a range of student learner needs. The teacher demonstrates how the goal(s) fit into the broader unit, course, & school goals for content learning & skills.

IneffectiveDevelopingSkilledAccomplished A SSESSMENT D ATA (Standard 3: Assessment) Sources of Evidence: Pre- Conference The teacher does not plan for the assessment of student learning or does not analyze student learning data to inform lesson plans. The teacher does not use or only uses one measure of student performance. The teacher explains the characteristics, uses, & limitations of various diagnostic, formative, & summative assessments but does not consistently incorporate this knowledge into lesson planning. The teacher uses more than one measure of student performance but does not appropriately vary assessment approaches, or the teacher may have difficulty analyzing data to effectively inform instructional planning & delivery. The teacher demonstrates an understanding that assessment is a means of evaluating & supporting student learning routines effectively incorporating diagnostic, formative, and/or summative assessments into lesson planning. The teacher employs a variety of formal & informal assessment techniques to collect evidence of students’ knowledge & skills & analyzes data to effectively inform instructional planning & delivery. The teacher purposely plans assessments & differentiates assessment choices to match the full range of student needs, abilities, & learning styles, incorporating a range of appropriate diagnostic, formative, & summative assessments into lesson plans. Student learning needs are accurately identified through an analysis of student data; the teacher uses assessment data to identify student strengths & areas for student growth.

DIFFERENTIATION PER OHIO GUIDELINES GRADE ACCELERATION Whole grade up from normal age path EARLY ENTRANCE To kindergarten or first grade CLUSTER GROUPING Curriculum provided above grade-level OR delivered by a gifted intervention specialist and requires a WEP, which includes reporting to parents the child's progress toward the WEP goals Taught by a gifted intervention specialist (GIS) or a teacher who has had gifted courses or received high quality professional development on differentiating instruction for gifted students EARLY GRADUATION From high school SUBJECT ACCELERATION Single subject RESOURCE ROOM Pull-out style: removed from regular classroom part of day/week and taught by a GIS SELF-CONTAINED CLASSROOM All identified gifted students taught by a GIS MAGNET SCHOOL Lima City's Arts Magnet AP COURSES DUAL ENROLLMENT PSEO and other arrangements HONORS COURSES INTERNATIONAL BACCALAUREATE COURSES ADVANCED COURSES EDUCATIONAL OPTIONS Pre-approved and arranged circumstances to receive specialized instruction ADVANCED ONLINE COURSES AND PROGRAMS INTERNSHIPS With businesses, nonprofits organizations, or arts organizations

PRE-TEST SELF-REFLECTION ON DIFFERENTIATION PRACTICES Seldom…..Sometimes…..Often…..Always I pre-assess my students for readiness/learning style/interest. My instruction is based on students readiness/learning style/interest. I use varied materials & approaches in response to student needs. I create opportunities for students to pursue differentiated content, activities, materials, processes & products. Task assignments are made by students, not always by me, the teacher.

PRE-TEST SELF-REFLECTION ON DIFFERENTIATION PRACTICES Seldom…..Sometimes…..Often…..Always I act as a facilitator or coach more often than the sole source of information in the classroom. I encourage goal setting by my students. I implement self-reliant, independent studies by my students. I can show clear evidence of differentiated assignments and/or projects.

REGULAR CLASSROOM DIFFERENTIATION Breadth, depth, pace (Bloom’s, Webb’s Depth of Knowledge) Breadth, depth, pace (Bloom’s, Webb’s Depth of Knowledge) Connected to real-world in as many ways as possible Connected to real-world in as many ways as possible Broad-based issues, themes, or problems – essential questions Broad-based issues, themes, or problems – essential questions Critical thinking: deductive, inductive, logical reasoning, etc. Critical thinking: deductive, inductive, logical reasoning, etc. Creative thinking: fluency, flexibility, elaboration, originality Creative thinking: fluency, flexibility, elaboration, originality [21 st Century Learning Skills: 4 C’s-Critical, Creative, Communication, Collaboration]